Hw/Assignment.docx Reflection 1: (250 to 300 words) In your own words, reflect on your understanding of literature. What, exactly is literature, and why is it important to study literature. Please do not use research or any outside sources. Reflection 2: (250 to 300 words) Write a Reader Reflection on Alice Walker's "The Flowers." Please see the attached Reader Reflection Rubric and The Flowers for guidelines. Hw/ReaderReflectionRubric.docx English 102 Western World Literature and Composition Rubric: Reader Reflections A: Demonstrates very careful reading and full understanding of the assigned work. · Discusses more than one of the elements of fiction (or the “4 S’s” of poetry discussion) by offering relevant and specific examples from the work, quoting from the text when necessary, using MLA documentation. · Establishes a connection with the work through personal reflection. · Does not summarize the work or class discussion, but rather analyzes the work and/or asks a probing question, generating conversation about the work. B: Demonstrates reading and understanding of the assigned work at a competent level. · Discusses at least one of the elements of fiction (or the “4 S’s” of poetry discussion) and offers examples from the work. · Establishes a connection with the work through personal reflection. · Does not summarize the work or class discussion, but attempts to analyze the work and/or ask a significant question about the work, adding to the conversation about the work. C. Demonstrates reading and understanding of the work at an adequate level. · Discusses one of the elements of fiction (or the “4 S’s” of poetry discussion) and offers at least one example from the work. · Attempts to connect with the work through personal reflection, but resorts to summarizing the work or class discussion to develop the journal. · Asks a question that could be answered through re-reading the work. · Adds little to the conversation about the work. D. Does not demonstrate understanding of the assigned work, even at a minimal level. · There is confusion about the work, or errors in identifying any of the elements of fiction (or the 4 S’s of poetry discussion). · Suggests skimming of the text, rather than careful reading. · Makes little or no attempt to connect to the work through personal reflection or questioning. · Adds nothing to the conversation about the work. English 102 Western World Literature and Composition Rubric: Reader Reflections A : Demonstrates very careful reading and full understanding of the assigned work. · Discusses more than one of the elements of fiction (or the “4 S’s” of poetry discussion) by offering relevant and specific examples from the work, quoting from the text when necessary, using MLA documentation. · Establishes a connection with the work through personal reflection. · Does not summarize the work or class discussion, but rather analyzes t he work and/or asks a probing question, generating conversa.

1. Hw/Assignment.docx
Reflection 1: (250 to 300 words)
In your own words, reflect on your understanding of literature.
What, exactly is literature, and why is it important to study
literature. Please do not use research or any outside sources.
Reflection 2: (250 to 300 words)
Write a Reader Reflection on Alice Walker's "The Flowers."
Please see the attached Reader Reflection Rubric and The
Flowers for guidelines.
Hw/ReaderReflectionRubric.docx
English 102 Western World Literature and Composition
Rubric: Reader Reflections
A: Demonstrates very careful reading and full understanding of
the assigned work.
· Discusses more than one of the elements of fiction (or the “4
S’s” of poetry discussion) by offering relevant and specific
examples from the work, quoting from the text when necessary,
using MLA documentation.
· Establishes a connection with the work through personal
reflection.
· Does not summarize the work or class discussion, but rather
analyzes the work and/or asks a probing question, generating
conversation about the work.
B: Demonstrates reading and understanding of the assigned
work at a competent level.
· Discusses at least one of the elements of fiction (or the “4

2. S’s” of poetry discussion) and offers examples from the work.
· Establishes a connection with the work through personal
reflection.
· Does not summarize the work or class discussion, but attempts
to analyze the work and/or ask a significant question about the
work, adding to the conversation about the work.
C. Demonstrates reading and understanding of the work at an
adequate level.
· Discusses one of the elements of fiction (or the “4 S’s” of
poetry discussion) and offers at least one example from the
work.
· Attempts to connect with the work through personal reflection,
but resorts to summarizing the work or class discussion to
develop the journal.
· Asks a question that could be answered through re-reading the
work.
· Adds little to the conversation about the work.
D. Does not demonstrate understanding of the assigned work,
even at a minimal level.
· There is confusion about the work, or errors in identifying any
of the elements of fiction (or the 4 S’s of poetry discussion).
· Suggests skimming of the text, rather than careful reading.
· Makes little or no attempt to connect to the work through
personal reflection or questioning.
· Adds nothing to the conversation about the work.
English 102
Western World Literature and Composition
Rubric:
Reader Reflections
A
:
Demonstrates very careful reading and full understanding of the

3. assigned work.
·
Discusses more than one of the elements of fiction (or the “4
S’s” of poetry discussion)
by
offering relevant and specific examples from
the work, quoting from the text when
necessary, using MLA documentation.
·
Establishes a connection with the work through personal
reflection.
·
Does not summarize the work or class discussion, but rather
analyzes t
he work and/or
asks a probing question,
generating
conversation about the work.
B
: Demonstrates reading and understanding of the assigned work
at a competent level.
·
Discusses at least one of the elements of fiction (or the “4 S’s”
of poetry discussion) an
d

4. offers examples from the work.
·
Establishes a connection with the work through personal
reflection.
·
Does not summarize the work or class discussion, but a
ttempts to analyze the work
and/or
ask
a significant question
about the work, adding to the conversat
ion about the
work.
C
. Demonstrates reading and understanding of the work at an
adequate level.
·
Discusses one of the elements of fiction (or the “4 S’s” of
poetry discussion) and offers
at least one example
from the work.
·

5. Attempts to connect with the work
through personal reflection, but r
esorts to
summarizing the work or class discussion to develop the journal
.
·
Asks a question that could be answered through re
-
reading the work.
·
Adds little to the conversation about the work.
D.
Does
not demonstrate unders
tanding of the assigned work, even at a minimal level.
·
There is confusion about the work, or errors in identifying any
of the elements of fiction
(or the 4 S’s of poetry discussion).
·
Suggests skimming of the text, rather than careful reading.
·

6. Makes little
or no attempt to connect to the work through personal reflection
or
questioning
.
·
Adds nothing to the conversation about the work.
English 102 Western World Literature and Composition
Rubric: Reader Reflections
A: Demonstrates very careful reading and full understanding of
the assigned work.
ses more than one of the elements of fiction (or the “4
S’s” of poetry discussion)
by offering relevant and specific examples from the work,
quoting from the text when
necessary, using MLA documentation.
personal
reflection.
analyzes the work and/or
asks a probing question, generating conversation about the
work.
B: Demonstrates reading and understanding of the assigned
work at a competent level.
S’s” of poetry discussion) and
offers examples from the work.
reflection.
but
attempts to analyze the work
and/or ask a significant question about the work, adding to the

7. conversation about the
work.
C. Demonstrates reading and understanding of the work at an
adequate level.
“4 S’s” of
poetry discussion) and offers
at least one example from the work.
reflection, but resorts to
summarizing the work or class discussion to develop the
journal.
be answered through re-reading
the work.
D. Does not demonstrate understanding of the assigned work,
even at a minimal level.
any of the elements of fiction
(or the 4 S’s of poetry discussion).
personal reflection or
questioning.
t the work.
Hw/The Flowers. Alice Walker.docx
"The Flowers" by Alice Walker
It seemed to Myop as she skipped lightly from hen house to
pigpen to smokehouse that the days had never been as beautiful
as these. The air held a keenness that made her nose twitch. The
harvesting of the corn and cotton, peanuts and squash, made
each day a golden surprise that caused excited little tremors to
run up her jaws.
Myop carried a short, knobby stick. She struck out at random at

8. chickens she liked, and worked out the beat of a song on the
fence around the pigpen. She felt light and good in the warm
sun. She was ten, and nothing existed for her but her song, the
stick clutched in her dark brown hand, and the tat-de-ta-ta-ta of
accompaniment.
Turning her back on the rusty boards of her family's
sharecropper cabin, Myop walked along the fence till it ran into
the stream made by the spring. Around the spring, where the
family got drinking water, silver ferns and wildflowers grew.
Along the shallow banks pigs rooted. Myop watched the tiny
white bubbles disrupt the thin black scale of soil and the water
that silently rose and slid away down the stream.
She had explored the woods behind the house many times.
Often, in late autumn, her mother took her to gather nuts among
the fallen leaves. Today she made her own path, bouncing this
way and that way, vaguely keeping an eye out for snakes. She
found, in addition to various common but pretty ferns and
leaves, an armful of strange blue flowers with velvety ridges
and a sweet suds bush full of the brown, fragrant buds.
By twelve o'clock, her arms laden with sprigs of her findings,
she was a mile or more from home. She had often been as far
before, but the strangeness of the land made it not as pleasant as
her usual haunts. It seemed gloomy in the little cove in which
she found herself. The air was damp, the silence close and deep.
Myop began to circle back to the house, back to the
peacefulness of the morning. It was then she stepped smack into
his eyes. Her heel became lodged in the broken ridge between
brow and nose, and she reached down quickly, unafraid, to free
herself. It was only when she saw his naked grin that she gave a
little yelp of surprise.
He had been a tall man. From feet to neck covered a long space.

9. His head lay beside him. When she pushed back the leaves and
layers of earth and debris Myop saw that he'd had large white
teeth, all of them cracked or broken, long fingers, and very big
bones. All his clothes had rotted away except some threads of
blue denim from his overalls. The buckles of the overall had
turned green.
Myop gazed around the spot with interest. Very near where
she'd stepped into the head was a wild pink rose. As she picked
it to add to her bundle she noticed a raised mound, a ring,
around the rose's root. It was the rotted remains of a noose, a bit
of shredding plowline, now blending benignly into the soil.
Around an overhanging limb of a great spreading oak clung
another piece. Frayed, rotted, bleached, and frazzled--barely
there--but spinning restlessly in the breeze. Myop laid down her
flowers.
And the summer was over.
Reading and Writing about Short Fiction. Ed. Edward Proffitt.
NY: Harcourt, 1988. 404-05